{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/run-one-bottleneck-cycle-instead-of-adding-more-general-exposure",
  "id": "MHC-D-RESEARCH-1122",
  "version": "0.1.0",
  "title": "Run one bottleneck cycle instead of adding more general exposure",
  "summary": "More input can widen experience while leaving one stubborn gap untouched.",
  "kind": "protocol",
  "body": "Choose one recurring bottleneck from real performance and run a short cycle: notice it, understand the contrast, produce it deliberately, receive focused feedback, then test it in a new task. Keep normal reading and listening, but do not expect general exposure alone to repair a form or discourse move that has remained unstable for months.",
  "limits": [
    "Do not turn language learning into permanent error repair. Broad meaning-focused input remains valuable for vocabulary, comprehension and discourse exposure."
  ],
  "topics": [
    "union-language-plateau-and-c1-transition"
  ],
  "intents": [],
  "source_ids": [
    "RS-524A9FE621C70F48",
    "RS-59C42B630ECEE225"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis of explicit L2 instruction found moderate-to-large overall effects, with results moderated by instruction type, practice type, delivery mode, intensity and outcome measure.",
      "source_id": "RS-524A9FE621C70F48",
      "role": "supports",
      "note": "The synthesis pools different languages, structures and instructional designs; no single explicit-teaching format is universally best.",
      "locator": "Abstract"
    },
    {
      "claim": "Task-repetition research finds that repeating a communicative task can improve dimensions of L2 performance, while the size and pattern of effects depend on the task and repetition design.",
      "source_id": "RS-59C42B630ECEE225",
      "role": "supports",
      "note": "Immediate improvement on a repeated task can include task familiarity and does not by itself prove transfer to new topics.",
      "locator": "Meta-analysis results"
    }
  ],
  "use_when": [
    "You consume plenty of target-language material but the same high-value weakness keeps surviving."
  ],
  "avoid_when": [
    "Do not turn language learning into permanent error repair. Broad meaning-focused input remains valuable for vocabulary, comprehension and discourse exposure."
  ],
  "example": "Instead of watching another ten hours of English video, a learner spends one cycle fixing article use in technical explanations that repeatedly triggers errors.",
  "check": "The cycle ends with a new performance task that can show whether the target transferred.",
  "steps": [
    "Collect two or three real examples of the bottleneck.",
    "Clarify the rule, contrast or discourse function.",
    "Produce several new examples without copying.",
    "Use the target in a realistic task.",
    "Retest on a different topic after a delay."
  ],
  "sources": [
    {
      "id": "RS-524A9FE621C70F48",
      "title": "Effects of different forms of explicit instruction on L2 development: A meta-analysis",
      "url": "https://onlinelibrary.wiley.com/doi/10.1111/flan.12726"
    },
    {
      "id": "RS-59C42B630ECEE225",
      "title": "Meta-analysis of task repetition effects on second-language oral performance",
      "url": "https://www.sciencedirect.com/science/article/pii/S0346251X25002787"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-1122",
      "to": "MHC-D-RESEARCH-1123",
      "type": "useful_with",
      "url": "/knowledge/teach-the-stubborn-form-explicitly-then-force-it-into-production"
    }
  ],
  "collections": [
    {
      "id": "RC-67F995255A634179",
      "title": "Move from a B2 plateau toward C1 performance",
      "url": "/collections/move-from-a-b2-plateau-toward-c1-performance"
    }
  ]
}